Course Descriptions

EDR 505 Early Reading and Language Arts Success (PK-3) 3 CR*This course examines the fundamentals of a comprehensive literacy program for the diverse learner in today’s classroom, focusing on phonemic awareness, phonics, fluency, vocabulary, comprehension, and the integration of writing. Historical trends provide context for exploration of the grand learning theories that have generated evidence-based instructional strategies for teaching reading. Prerequisite: ED 413

EDR 507 Developmental Reading and Language Arts (Grades 4-6) 3 CR*This course focuses on models, methods, materials, and best practices in teaching reading in the middle grades, with an emphasis on structural analysis, comprehension, fluency, vocabulary, comprehension, and the integration of writing. Examines current issues and trends in literacy and reading instruction. Prerequisite: ED 413

EDR 510 Content Area Reading Instruction (Grades 7-12) 3 CR*Study focuses on evidence-based methods of teaching reading and writing at the middle and secondary levels that will assist teachers in broadening their repertoire of strategies to increase student reading and writing achievement. Additionally, the course provides the participant with techniques for implementing a delivery system in the classroom that includes direct and explicit instruction and assessment of comprehension of fluency, vocabulary, and word study skills through teacher-modeling and scaffolding of strategies, and considers the needs of the diverse learner through differentiating instruction at all grade levels. Course participants design an integrated and student-centered unit that combines evidence-based reading research, extensive reading and writing across disciplines through standards-based lessons, and technology, with a deep understanding of a content-specific body of knowledge.

EDR 518 Reading and Language Arts: Instruction and Assessment 3 CRExamines research-based classroom elementary literacy instruction that meets the needs of diverse learners. Emphasis is on the components of reading instruction, inclusive of phonemic awareness, phonics, fluency, vocabulary and comprehension, contextualized within best practices for explicit and data-based small group instruction. Available at Griswold Campus

EDR 520 Methods of Teaching and Evaluating the Writing Process 3 CRExamines the best practices of teaching at different levels: the emergent writer preschool— grade 3, the transitional writer expository and narrative instruction, and the fluent—advanced writer. Instructional differences in motivation, evaluation and state and national standards are addressed and examined.

EDR 525 Methods and Materials for Teaching Second Language Learners 3 CRStudy of language acquisition of students who are English-language learners whose dominant language is other than English. Examination of what research indicates as necessary educational support to acquire English literacy. Students develop and support personal philosophies after studying models.

EDR 527 Organization, Administration and Supervision: Reading Professional 3 CR * ^This course focuses on the application of theory, research, and best practices related to effective literacy instruction in the field. Candidates refine the knowledge and skills acquired from previous CLSP courses by practicing the skills of collaboration, coaching teachers in effective literacy instructional practices, designing professional development, and providing leadership for school-wide change. Reading candidates will design and conduct a formal presentation for other literacy professionals, graduate students, and local teachers and administrators. Prerequisite: CLSP Candidates who have obtained 102 Certification

EDR 540 Advanced Diagnosis and Remediation 3 CR * ^This course, designed for candidates who are pursuing reading certification, explores the selection, administration, and interpretation of a variety of criterion and norm-referenced assessments that effectively utilize screening, progress monitoring, diagnostic, and outcome measures and the integration of technology to evaluate student reading performance. Prerequisites: CLSP Candidates only who have completed EDR 505, EDR 507, and EDR510

EDR 541 Advanced Diagnosis and remediation II 3 CR * ^This is the second of two courses that builds on the candidate's understanding of the administration and interpretation of assessment data from multiple sources including screening, diagnostic, progress monitoring, and summative instruments using traditional and online resources. In taking this course, there is an assumption that candidates are already familiar with test administration, scoring and analysis of a variety norm referenced and criterion- referenced assessments. They acquire expertise in using best practices to interpret trends in analyzing individual, group, and classroom achievement and progress and in developing appropriate response measures for diverse populations. They develop skills in collaborating with other teachers, administrators, and resource personnel through inquiry-based formats including study groups, protocols for examining student data and performance-based assessment. Prerequisites: CLSP Candidates who have obtained 102 certification and have completed EDR 540, EDR 545, EDR 550, and EDR 555.

EDR 545 Assessment and Evaluation: CT Model 3 CR * ^Focuses on teacher interpretation of psycho-educational assessment data, and the translation of those data into remedial instructional plans. Current tests, as well as methods of data analysis are examined and discussed. Stressed are the Connecticut Framework for instruction and evaluation and the National Assessment of Educational Progress. Prerequisite: CLSP Candidate

EDR 550 Clinic I 3 CR * ^Candidates assess struggling readers with a variety of reliable and valid instruments, use data-based instruction in developing intervention plans to address the diverse needs of each child, and have opportunities to develop their skills as reading professionals in working with colleagues and communicating with parents. Prerequisite: CLSP Candidates who have completed EDR 540

EDR 552 Language Arts Practicum 3 CRClinical Practicum is an elective course that affords initial certification and MAT candidates the opportunity to tutor a struggling reader under the supervision of SHU faculty or certified personnel. Candidates learn how to administer a variety of informal literacy assessments, design an intervention plan that meets the diverse needs of each student, and are guided in the development of a professional case study report. Candidates acquire first-hand experience in learning how to design instructional routines for diverse populations while participating in shared self-reflection with their peers and SHU faculty. Following tutoring sessions, teacher candidates participate in collaborative problem-solving and shared self-reflection to discuss their practice. This course is for MAT or initial certification candidates only. Prerequisite: ED 413

EDR 555 Clinical Experience II (School Clinic) 3 CR * ^Students will be assigned to work with small groups of children in remedial education programs throughout the area. After school enrichment programs, literacy volunteers, mandatory summer programs and any approved initiatives sponsored by the public sector to promote literacy. Each student will be mentored and supervised by appropriate personnel. Prerequisite: CLSP Candidates who have completed EDR 550. Prerequisites: EDR 505, EDR 507, EDR 510 and EDR 540.

EDR 560 Children’s Literature 3 CRExamines a variety of genres of children’s literature to cultivate student interest in books and to develop methods for incorporating literature into classroom experiences. Criteria for selecting children’s books are included. Multicultural literature and the dramatic arts are emphasized.

EDR 562 Middle School Literature 3 CRExamination of early chapter books from the works of local authors such as Patricia Reilly Giff to the Harry Potter phenomena with a focus on the American Library Association awards and links. Motivating students and the development of lifetime reading habits is the major focus of this course.

EDR 564 Young Adult Literature 3 CRYoung-adult literature is studied from the perspective of the developmental psychology of adolescents. Traditional and classic literature is presented, as well as contemporary authors and popular fiction. Techniques, motivational strategies and procedures that result in the development of lifetime reading habits are explored. Participation in the publishing of book reviews through the SHU web site and the utilization of technology within classrooms is paramount.

EDR 565 Seminar in Poetry 3 CRThis class will study the art of teaching poetry from a developmental perspective and examine a variety of strategies to help teachers appreciate and understand poetry. Teachers will study poetry as it relates to the students they teach, as well as how it relates to their own lives. Different poetic forms and teaching methodologies will be explored, and participants will take part in a variety of real-life experiences in order to enhance their own understanding and ability to teach poetry.

EDR 570 Reading and Language Arts Research Seminar 3 CRThis course will provide Education Specialists with advanced research skills in navigating appropriate databases, web sites and journals. There are numerous publishers who excel in distributing the best products for Reading Educators. The information explosion, both electronic and paper, requires special skills for optimal system access.

EDR 580 Reading Interventions 3 CRThis is an advanced course in reading education. Participants will acquire an in-depth understanding of Response to Intervention (RTI), and CT’s interpretation of a 3-tiered instructional plan to meet the needs of diverse students utilizing Scientifically Research-Based Interventions. Candidates will also learn the fundamentals of Essentials of Literacy, which is an intervention program developed by Dr. Murray for the School Development Program at Yale Child Study focusing on small-group instruction in phonemic awareness, phonics, fluency, comprehension, and vocabulary.

EDR 615 Grant Writing 3 CRAssists students in developing the knowledge and skills necessary for effective grant-seeking activity in both public and private sectors. Priority is supporting remediation for underserved populations in priority school districts. The culminating product is a grant application prepared for submission.

EDR 620 Utilizing Technology in Reading Instruction 3 CRExamination of the processes, programs and accomplishments of technology in the classroom. Special focus on computer generated reading instruction and record keeping.

EDR 690 Practicum: Teaching Fellowship - Staff Development 3 CR ^CLSP Candidates who have obtained 102 certification. The teaching practicum provides experienced teachers in the CLSP the benefit of instructional expertise and mentoring of faculty within his/her own discipline. The practicum also gives the literacy professional the opportunity to experiment in working with colleagues to help gain expertise in different aspects of literacy.

EDR 691 Practicum in Consulting 3 CR * ^Candidates in the Advance Studies program participate in a 12 hour field experience, in which they interview or shadow the district’s Reading Supervisor and school-based Literacy Coach, participate in analyzing district and selected school student performance data, review the literature for establishing a research-based program that will address the district and selected school identified need(s). The candidate constructs a professional development plan that is connected to improving both teaching and learning at the school or district level. The plan will be presented to and critiqued by the professor and colleagues. Prerequisite: CLSP Candidates who have obtained 102 Certification

EDR 692 Applied Reading and Language Arts Research 3 CR * ^The prospective Reading and Language Arts Consultant has the opportunity to implement the proposal for staff development that was designed and approved in EDR 690. Candidate will practice leadership skills as he/she conducts literacy-based staff development within the school or district for which the proposal was designed. The contexts include power point presentation(s), classroom modeling lesson(s), and introduction of a variety of instructional materials, resources and text, as well as one at least one or more of the following: coaching, mentoring, study groups, parent workshop, data team or literacy team facilitation, and/or leading seminar or presentation for staff from selected site(s). Prerequisite: CLSP Candidates who have obtained 102 certification and have completed EDR 691